外研版教材5 A Trip Along the Three Gorges.docx

外研版教材5 A Trip Along the Three Gorges.docx

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外研版教材5ATripAlongtheThreeGorges

高中英语必修4教案

Module6ATripAlongtheThreeGorges

TheFirstPeriod

【TeachingContent】Introduction&Vocabulary

【TeachingAims】

Knowledge&ability:

1.Talkaboutthethreegorges.

2.Learnandmasterthewords.

Process&approach:

Teacherhelpstudenttomasterthewordsandpractisethemorally.

Emotionandvaluation:

StudentscanLearnthedifferentsituationsaboutthethreegorges.

【ImportantPoints】

Getstudentsknowthedifferentsituationsaboutthethreegorges.

【DifficultPoints】

Howtohelpthestudentsknowthedifferentsituationsaboutthethreegorges.

【Teachingaids】Acomputerandblackboard

【Typeofteaching】newlesson

【Teachingmethods】Task-basedteaching

【Teachingarrangement】TheFirstPeriodofModule5

【TeachingProcedures】

StepI:

Lead-in

Teacher:

readreadthequotationsforthestudents

Students:

answerthequestionsofActivity1

StepII:

Newwords

Teacher:

readandexplainthenewwordsforthestudents

Students:

1.LearnthewordsinActivity1ofVocabulary.

2.MatchtheBritishandAmericanwordsandphrasesinthebox.

StepIII:

Reading

Teacher:

givestudentsinstructionofreading.

Students:

ReadtheemailsinActivityofIntroduction..

StepIV:

Practice

Teacher:

givestudentsinstructionofdoingtheexercise.

Students:

RewritethesentencesusingBritishwordsinActivity2.

【Designforblackboard】

Introduction&Vocabulary

1）Whatisthemainideaofthefirstparagraph?

2）Onwhatoccasiondopeopleclap?

【Assignment】1.Recitethenewwords.

2.Previewthereadingtext.

【Rethinkingafterclass】

ThislessonistoarousetheinteresttothedifferencebetweenBritishEnglishandAmericanEnglish.SthdentscanmemorizesomecommomwordsbothinBritishEnglishandAmericanEnglish.Andtheyareinterestedinlearningthem.

高中英语必修4教案

Module5ATripAlongtheThreeGorges

TheSecondPeriod

【TeachingContent】Reading

【TeachingAims】

Knowledge&ability:

Developthestudents'readingabilityandreadingskills.

Process&approach:

Teacherhelpstudenttomasterthewordsaboutthethreegorgesandpracticethem.

Emotionandvaluation:

StudentsLearnmoreaboutthedifferenceaboutthethreegorges

【ImportantPoints】

1.Trainthestudents'readingabilityanddeveloptheirreadingskills.

2.Enablethestudentstounderstandthetextbetter

【DifficultPoints】

Howtoimprovethestudents'readingskills.

【Teachingaids】Acomputerandblackboard

【Typeofteaching】newlesson

【Teachingmethods】Task-basedteaching

【Teachingarrangement】TheSecondPeriodofModule5

【TeachingProcedures】TheSecondPeriod

TeachingProcedures:

StepI:

Greetings

StepII:

Revision

Reviewthewordslearntlastclass.

StepIII:

Lead--in

Teacher:

Givetheinstruction.

Students:

Checkthetruestatementsinactivity1.

1）PeoplefromHongKongcanunderstandpeoplefromBeijing.

2）PeoplefromShanghaisoundthesameaspeoplefromXi’an.

3）ChinesecharacterscanbeunderstoodbyallspeakersofChinese.

4）AmericanEnglishisverydifferentfromBritishEnglish.

5）PeoplefromBritaincan’tunderstandpeoplefromAmerica.

StepIV:

.Readingthetitle

Teacher:

Askthestudentslookatthetitleofeachparagraphandgetthetopics

Ss.DotheActivity2.

StepV:

Skimming

Students:

Findoutthemainideaofeachparagraph.

StepVI:

Scanning

Teacher:

LetstudentsreadthetextagainandfinishActivity3

Students:

Analyzingthetext

1）Readthefirstparagraphandfinishtheform.

2）Readthesecondparagraphandfinishtheform.

3）Readthethirdparagraphandfinishtheform

4）Readtheforthparagraphandcheckthefollowingstatements.

5）Readthelastthreeparagraphsandcompletethesentenceswiththecorrectformoftheverbs.

StepVII:

Understanding

Ss:

Findthesentencesinthepassagewhichdifficulttounderstand.

Teacher:

Paraphrasethesentences.

StepVIII:

Summmary

TeacherandstudentssummarizetheLanguagepointstogether.

StepIX:

Practice

Teacher:

PutthestudentsintogroupsofthreeorfourtodiscussthequestionsinActivity6.

Students:

Oneoftherepresentativesofeachgrouptoshow.

Theyshouldexplainthereasonsfortheanswers.

【Designforblackboard】

1.Whoisthefirstinvitationfrom?

2.Whoisthesecondinvitationfrom?

3.Whichisformalorinformation?

Howdoyouknow?

【Assignment】

1.Readthereadingtextaloud.

2.FinishActivity4.

【Rethinkingafterclass】

Thislessonisareadinglesson,whichaimistodevelopthestudents'readingabilityandreadingskills.Stuentscanunderstandthetextbutreaditalittleslowly.Ithinkstudnetscanimprovetheirreadingskillsbypractice.

高中英语必修4教案

Module5ATripAlongtheThreeGorges

TheThirdPeriod

【TeachingContent】Grammar&Function

【TeachingAims】

Knowledge&ability:

1.Reviewofverbforms.

2.Learntheexpressionsofgivingreasons.

Process&approach:

Teacherhelpstudenttomasterverbforms.

Emotionandvaluation:

Studentscanspeakpolitelyingivingreasons.

【ImportantPoints】

1.Mastertheuseofpresentsimple,presentcontinuous,presentperfectandfuturereference.

2.Learntheexpressionsofgivingreasons.

【DifficultPoints】

Howtousepresentsimple,presentcontinuous,presentperfectandfuturereference.

【Teachingaids】Acomputerandblackboard

【Typeofteaching】newlesson

【Teachingmethods】Task-basedteaching

【Teachingarrangement】TheThirdPeriodofModule5

【TeachingProcedures】

StepI:

Greetings

StepII:

Lead—in

Teacher:

AskthestudentstofinishActivity1.

Students:

Dotheexercise.

StepIII:

Function

Teacher:

Tellstudentsthedifferencesbetweenbecause,since,asandfor.

Students:

Completethesentenceswithbecause,since/asornowthat.

StepIV:

Grammar

Teacher:

GivetheexplanationsaboutthePresentSimpleTense,thePresentContinuousTense,thePresentPerfectTense.

Students:

Understandandmasterthetenses.

StepV:

Summary

TeacherandStudentssummarizetheusageofthePresentSimpleTense,thePresentContinuousTense,thePresentPerfectTensetogether.

StepVI:

Practice

Teacher:

AskstudentstodoActivity2-5..

Students:

Practiseandreadthepassageagaintochoosethreesentencesinthesetenses.

【Designforblackboard】

1.thePresentSimpleTense

2.thePresentContinuousTense

3.thePresentPerfectTense

高中英语必修4教案

Module5ATripAlongtheThreeGorges

TheFourthPeriod

【TeachingContent】

ListeningandVocabulary&EverydayEnglish

【TeachingAims】

Knowledge&ability:

1.Developthestudents'listeningabilityandlisteningskills..

2.Developthestudents’abilityofmakingaconversation.

Process&approach:

Teacherhelpstudenttodevelopthestudents'abilityoflisteningandspeakingandlisteningskills.

【ImportantPoints】

1.Improvethestudents’listeningskills.

2.Developthestudents'speakingability.

【DifficultPoints】

1.Howtoarousethestudents’interestoflisteningtoEnglish.

2.Haveaconversation

【Teachingaids】Acomputer,blackboardandrecorder

【Typeofteaching】newlesson

【Teachingmethods】Task-basedteaching

【Teachingarrangement】TheFourthPeriodofModule1

【TeachingProcedures】

StepI:

Greetings

StepII:

Lead-in

Teacher:

Givestudentstheinstruction.

Students:

DoActivity1inListeningandVocabulary.

StepIII:

Pre-listening

Teacher:

Givestudentstheinstruction.

Students:

DoActivity2.

StepIV:

Listening

Teacher:

Givestudentssomehintsforlistening.

Students:

1.ListenandanswerthequestionsinActivity3.

2.ListenagainandanswerthequestionsinActivity4.

StepV:

EverydayEnglish

StepVI:

Summary

Teacher:

Summarizetheskillsofdoinglisteningpractice.

Students:

memorizethem.

StepVII:

Practice.

【Designforblackboard】

ListeningandVocabulary&EverydayEnglish

Patterns:

Ilike…because

SinceEnglishisspokenallovertheworld,…

AsIwastheonlyBritishpersonintheschool,…

I’mgettingonjustfine,nowthat,…

【Assignment】PreviewCulturalCorner.

【Rethinkingafterclass】

Thislessonisaboutlistening,whichaimistodevelopthestudents'listeningabilityandlisteningskills.Ithinkstudnetscanimprovetheirlisteningskillsbypractice.

高中英语必修4教案

Module5ATripAlongtheThreeGorges

TheFifthPeriod

【TeachingContent】Writing&CulturalCorner&Task

【TeachingAims】

Knowledge&ability:

Enlargetheknowledgeofculturalbackground.

Process&approach:

Speakingandwriting.

Emotionandvaluation:

Enlargetheknowledgeofculturalbackground.

【ImportantPoints】

Speakingandwriting.

【DifficultPoints】

HowtodevelopSs’writingskills.

【Teachingaids】Acomputer,blackboardandrecorder

【Typeofteaching】newlesson

【Teachingmethods】Task-basedteaching

【Teachingarrangement】TheFourthPeriodofModule1

【TeachingProcedures】

Step1:

Lead-inforCulturalCorner

Leadintothepassagebyaskingtwoquestions:

1>Whatproblemwillcomeaboutifacityhastoomuchtraffic?

2>SupposeyouareamayorofLondon,whatmeasurewillyoutaketosolvethetrafficproblemscausedbytoomuchtraffic?

EncouragethemtoopentheirmouthandspeakEnglishasmuchastheycan,andthusstudentsandteacherscanenjoyalivelyatmosphere.

Step2:

readandanswer

Readthepassagequicklyandanswerthequestions:

1Whatisacongestioncharge?

2WhyaretheretrafficjamsinLondon?

Step3:

readagainandanswermorequestions

Workingroupsandanswerthefollowingquestions.

1Whatarepeople’sattitudestowardsthispolicy?

2Wouldacongestionchargebeagoodideainyourtown?

Step4:

Languagepoints

Explainsomelanguagepointsinthepassageandforsomeofthemsomestudentscanbeaskedtoanswersomeofyourquestions.

Step5:

Grammar

1>PresentsomepicturestoleadintoIMPERATIVESwe’regoingt